# data[].attributes.body
1. Not so KPI- driven organization

2. Instill unity values among students and staff

3. Flexible learning syllabus

# data[].attributes.body
Capaian internet

Pentaksiran (psikomotor)

Literasi digital

Informasi vs Ilmu

# data[].attributes.body
Project Based Learning

# data[].attributes.headline
I think the ultimate purpose is to prepare the students not only for their future working life but also how they handle their own everyday lives in their post-formal education times. To prepare for the future better, the education policies and system must be robust enough to emphasize on life-long learning to keep abreast with the changing times

# data[].attributes.subject
I think the ultimate purpose is to prepare the students not only for their future working life but also how they handle their own everyday lives in their post-formal education times. To prepare for the future better, the education policies and system must be robust enough to emphasize on life-long learning to keep abreast with the changing times

# data[].attributes.headline
Both educators and learners have to be able to be empowered to choose the education content suit for different scenarios within certain limit for check and balance. Afterall, I believe that there is no one size fits all for the education 

# data[].attributes.subject
Both educators and learners have to be able to be empowered to choose the education content suit for different scenarios within certain limit for check and balance. Afterall, I believe that there is no one size fits all for the education 

# data[].attributes.body
1. Mandatory K12 education. 6 years of secondary, as per other countries. Remove kolej persediaan, matrikulasi.

2. Reintroduce MyBrain scholarship.

3. PTPTN is a ticking time bomb. Stronger enforcement for errant borrowers.

4. English is the global lingua franca in STEM. Reintroduce PPSMI or mix language.

5. Remove tuition fees for B10/20/40 students in higher education (the fees are already 90% subsidised anyway).

6. Bridge/shorten divide between IPTA and IPTS - fees, governance, national aims etc.

# data[].attributes.body
In the university, professional programmes can be more flexible and empower student to choose their electives.

# data[].attributes.body
Double tax deductions for companies and private entities in education (be it primary, secondary or tertiary levels) should also include the following:

1. investments in infrastucture, facilities, training of human capital (not just limited to scholarships per se)

2. MNCs - not only local companies in Malaysia.

# data[].attributes.headline
I think the most important thing to ensure the effective implementation of governance and policy reforms are to be consistent and free from political interference. Otherwise, any perfect plan will be failed to be implemented

# data[].attributes.subject
I think the most important thing to ensure the effective implementation of governance and policy reforms are to be consistent and free from political interference. Otherwise, any perfect plan will be failed to be implemented

# data[].attributes.headline
There should be more incentives for industries to collaborate with the schools and universities especially for SME where they lack the manpower and resources. More platforms should be created to enable their cooperation to give the benefits to the students

# data[].attributes.subject
There should be more incentives for industries to collaborate with the schools and universities especially for SME where they lack the manpower and resources. More platforms should be created to enable their cooperation to give the benefits to the students

# data[].attributes.headline
More investments should be placed to equip educators on the necessary tools and skills to better impart their knowledge and experience to the students. Incentives should be provided to encourage students to be more proactive in class and emphasizing on life-long learning

# data[].attributes.subject
More investments should be placed to equip educators on the necessary tools and skills to better impart their knowledge and experience to the students. Incentives should be provided to encourage students to be more proactive in class and emphasizing on life-long learning

# data[].attributes.body
LLL certs are recognised

Early childhood education should be explorative and experiential learning to encourage curiosity.

# data[].attributes.body
1. Appointment leadership of the organizations- based on merits and more transparent in the succession plan.

# data[].attributes.body
Seamless transition of students (in terms of students' mastery of knowledge and skillsets) from school to university. Outcome-based education.

# data[].attributes.body
1. Training for educators to be increased (re-learning, upscaling etc)

2. Infrastructures & Facilities - equitable at all stages of learning (rural & urban), internet connectivity.

3. Budget for R & D

# data[].attributes.body
We are not able to predict the future, hence we need to prepare students for agility since young age, be more resilience

# data[].attributes.body
Open innovation platform is mushrooming where industries are introduced to start-up for innovation. But why not universities? In term of internship, propose to have a longer internship (6 months) so students can really learn, apply, improve and contribute.

# data[].attributes.headline
Lack of employment opportunities/ rewards

# data[].attributes.subject
Lack of employment opportunities/ rewards

# data[].attributes.body
limited job opportunities

no guaranteed career development pathways upon completion of courses/ training/ etc

suggested solution = increase the number of public-advocating initiatives

# data[].attributes.headline
Upgrade and empower existing information/ data-based facilities

# data[].attributes.subject
Upgrade and empower existing information/ data-based facilities

# data[].attributes.body
role of libraries must be empowered

libraries must be visible and relevant to cater for all walks of life (not just students, teachers and academics)

to have a centralized PTJ (agency under ministries/ universities) responsible to disseminate/ share legitimate information/ data to the general public. This can partly solve the issue of ingenuity of data reaching the public

suggested solution: centralized PTJ can be under MOE/ MOHE/ MOSTI/ Kementerian Komunikasi (akin to Pusat Sitasi Negara under MOHE)

# data[].attributes.headline
Introduce more Professional Courses/ Programmes

# data[].attributes.subject
Introduce more Professional Courses/ Programmes

# data[].attributes.body
Modular and tailored program to cater for specific cluster of people in community

Suggested solution: flexible time of study & most teaching engagement via online (only 1st week and Exams are in physical mode)

# data[].attributes.body
The education system needs to be organic and fluid. This allow adaptability and resilience go hand in hand. As the current generic of AI is being vital, so equip them with the needful skills to navigate. The fundamentals of knowledge is wide and we have differ types of learners.

# data[].attributes.body
adapt the various teaching and learning approach. As no one size fits all. Nurturing them from young will give them the space and time to choose why their interest would be.

# data[].attributes.body
Reckon how is the economy being driven and bring along industry partner to share insight from early age. Sharing industry expectations will allow one to sense the reality.

# data[].attributes.body
Infrastructure should be improved first.

# data[].attributes.body
The educators should be given the freedom to choose the teaching pedagogy that best suits the learners. More practical sessions to produce creative and innovative learners.

# data[].attributes.body
Partnership with the private sector is critical, especially at the tertiary level.

# data[].attributes.body
1. Incentive to attract private sectors to establish long-term partnerships with the university, e.g., setting up a research center in the university. A KPI for both universities and companies (esp the MNC).

2. Sharing of resources among the education institutions/research institutions/government agencies. E.g., allowing the researchers and students to access facilities and instruments at other institutions without charges. At the same time, researchers should also be allowed to have multiple appointments at different institutions. Fostering collaboration between research institutes under the ministry and the universities. Setting up centralized facilities that can be shared by multiple education institutions to save resources. E.g., a coding lab for all secondary schools within a district and a specialized research lab to be shared among many universities.

# data[].attributes.body
Coming from an educator based in Sabah with experiences dealing with schools in rural and urban areas, I would like to see an education system that is fair to all. Many young talents are unpolished in the rural areas and this is unfortunate for Malaysia. Education is the only way to change the quality of life to a better living condition.

# data[].attributes.body
We need to create bridges from primary and secondary schools to tertiary learning. Let the youngsters know what are the global problems that we are facing and let them involved in problem solving. Hence, I would like to suggest the regular involvement and participations of researchers and lecturers in universities to bring our youngsters into innovation and problem solving issues especially in climate change matter and food security.

# data[].attributes.headline
Training need analysis should be conducted before course conducted.

# data[].attributes.subject
Training need analysis should be conducted before course conducted.

# data[].attributes.headline
Suitable courses for community should be conducted in all rural areas to get all community have opportunity to participate, not only focus in urban areas or only focus some rural areas. 

# data[].attributes.subject
Suitable courses for community should be conducted in all rural areas to get all community have opportunity to participate, not only focus in urban areas or only focus some rural areas. 

# data[].attributes.body
Attitudinal barriers: negative attitudes to learning, lack of confidence or lack of motivation.

Physical and material barriers; costs of learning (direct – fees, and indirect – transport, books, equipment, childcare), lack of time, lack of information, geographical.

Structural barriers: lack of appropriate education or training opportunities, constraints of the benefit system.

# data[].attributes.body
1. Poor family culture of learning, low aspiration, low self-esteem, bad childhood experience of learning (mental barriers).

2. Lack of finance to participate and lack of study facilities at home (financial barriers).

3. Distance to educational provision for a large number of students (access barriers).

4. Learning provision which not geared to the needs and characteristics of lifelong learners and does not sufficiently take into account the individual differences and circumstances of learners during life (learning design barriers).

5. Learning providers who supply information which is inadequate in attracting people to learning and fail to ensure that people have access to good-quality advice about learning opportunities throughout their lives (information barriers).

# data[].attributes.body
Once characteristics of learners are identified, a number of training methods can be selected that help fulfil individual needs.

# data[].attributes.body
Older adults have fears about returning to learn, and their barriers include: of being seen as too old, having poor health, lack of time, cost, out at night, transportation, absence of a companion, lack of information about what is available, fear of competition with younger adults, fear of exposure of their background, fear of the unknown and location.

Older adults are more likely to attend institutions which are accessible and familiar

# data[].attributes.body
Provision of funds is an important factor to ensure the success of the lifelong learning agenda. The relevant institutions require financial assistance to ensure that infra- and infostructures, manpower, expertise, and curricula required for running lifelong learning programmes can be sufficiently developed. The Human Resource Development Fund (HRDF) and Skills Development Fund (SDF) can provide financial assistance to Malaysians who want to take up such programmes. Similarly, the HRDF and SDF can continue to provide incentives to employers that encourage their employees to take up courses and programmes at approved institutions.

# data[].attributes.body
In a professional setting, employers can promote lifelong learning by creating a working environment that supports ongoing education and training, as well as rewards employees for learning and innovation.

# data[].attributes.body
Creating an avenue through which working adults can access relevant and constructive learning opportunities can be included as part of a structure that also professionally rewards acquisition of new knowledge and skills by identifying such initiatives with promotions and career advancement.

# data[].attributes.body
To build future-ready educators in Malaysia, teacher training must focus on digital upskilling, and performance-based incentives. The MyDigitalTeacher program should be expanded to integrate AI, and data analytics, while government-sponsored micro-credentials and STEM workshops should be made widely accessible. Teachers excelling in digital education should receive higher allowances, career progression benefits, and global exposure opportunities through initiatives like the National Digital Educator Award and international exchange programs. By investing in continuous learning, innovative teaching, and professional development, Malaysia can cultivate a generation of tech-savvy educators who will empower students for the digital economy.

# data[].attributes.body
To build future-ready educators in Malaysia, teacher training must focus on digital upskilling, and performance-based incentives. The MyDigitalTeacher program should be expanded to integrate AI, and data analytics, while government-sponsored micro-credentials and STEM workshops should be made widely accessible. Teachers excelling in digital education should receive higher allowances, career progression benefits, and global exposure opportunities through initiatives like the National Digital Educator Award and international exchange programs. By investing in continuous learning, innovative teaching, and professional development, Malaysia can cultivate a generation of tech-savvy educators who will empower students for the digital economy.

# data[].attributes.body
We need to bring down the barriers between schools and universities. The new generations do not see universities as a must but they see it as an option with burdens. Hence, we need to include the role of universities in schools. Like internship in companies, Year 6 and secondary school students need to be attached in universities under a mentor (a researcher/lecturer) for a period of time for them to be involved in university work. Let them feel belong to universities and spark interest to pursue education at higher level.

# data[].attributes.body
The ultimate purpose of education in Malaysia is to develop a knowledgeable, skilled, and ethical society that drives national progress while fostering unity and global competitiveness. To better prepare for the future, the education system must shift towards critical thinking, STEM advancements, digital literacy, sustainability, and lifelong learning. Emphasizing innovation, industry collaboration, and ethical leadership will ensure graduates are adaptable and future-ready. By embracing a competency-driven approach over rote learning, Malaysia can build a resilient education system that meets the demands of a rapidly evolving world.

# data[].attributes.body
Education must focus on critical thinking, problem-solving, digital literacy, and adaptability to equip learners for a rapidly changing world. A competency-based approach, integrating STEM, emerging technologies, entrepreneurship, and sustainability, ensures students gain relevant skills. Industry-academia collaboration, experiential learning, and lifelong upskilling further enhance their readiness. By fostering innovation, resilience, and ethical leadership, education can produce agile individuals capable of navigating future challenges and opportunities.

# data[].attributes.body
To develop purpose-driven learners in Malaysia, governance and policy reforms must focus on curriculum modernization, industry integration, and equitable access to quality education. Policies should shift from rote learning to competency-based education, emphasizing critical thinking, digital literacy, sustainability, and ethical leadership. Strengthening industry-academia collaboration through work-integrated learning, micro-credentials, and entrepreneurship programs will enhance employability and innovation. Governance must also ensure inclusive education, addressing rural-urban disparities and expanding access to STEM, AI, and future-ready skills. Finally, policy alignment with global trends and Sustainable Development Goals (SDGs) will help create a resilient and adaptable education system that nurtures socially responsible, innovative, and globally competitive learners.

# data[].attributes.body
Schools, universities, and industries can collaborate by integrating work-based learning, industry-driven curricula, and mentorship programs to provide real-world experiences for learners. Internships, apprenticeships, and industrial training should be embedded into education pathways to bridge the gap between theory and practice. Universities can partner with industries to develop research projects, case studies, and innovation hubs, ensuring students work on real-world challenges. Schools can introduce career exposure programs, industry visits, and hands-on STEM initiatives to foster early engagement. Joint efforts in micro-credentialing, skill-based certifications, and lifelong learning platforms will further ensure graduates are job-ready, adaptable, and aligned with industry needs.

# data[].attributes.body
I have talked to some teachers and they are losing their passion in teaching due to heavy burden of admin work and high number of students in their classes. Schools with classes of more than 30 students need to get extra buildings to accomodate the high number of students. Teachers with extra academic involvement should be awarded incentives for their efforts. Every school should nominate top 3 teachers with good involvement in academic actitivies and will receive awards from the gov.

# data[].attributes.body
Investments and incentives should prioritize technology integration, industry collaboration, and skills-based education in order to cultivate learners who are prepared for the future. In order to improve adaptability and accessibility, governments and institutions must allocate resources to digital infrastructure, intelligent classrooms, and AI-driven learning platforms. Scholarships, grants, and tax incentives should be made available to students and educators who are engaged in the pursuit of sustainable innovation, AI, and STEM. Industry-aligned learning can be guaranteed through public-private partnerships that provide funding for research, internships, and entrepreneurship programs. Furthermore, the implementation of incentives for lifelong learning, upskilling, and micro-credentialing will facilitate the continuous development of the workforce, thereby guaranteeing that graduates remain competitive in a swiftly changing economy.

# data[].attributes.body
The primary obstacles to lifelong learning in my community are financial constraints, limited access to flexible learning opportunities, and a lack of awareness regarding the necessity of upskilling initiatives. Micro-credentials and modular learning pathways are frequently absent in traditional education systems, which makes it difficult for many working professionals to reconcile their educational pursuits with their family and professional obligations. Participation is further impeded by the exorbitant costs of professional courses and the absence of sufficient incentives provided by the government or employers. Furthermore, rural regions' inadequate digital infrastructure and an attitude that is opposed to continuous learning impede adoption. In order to surmount these obstacles, policies should prioritize technology-driven, affordable, and accessible learning that is customized to the unique requirements of a diverse student body.

# data[].attributes.body
Malaysia must incorporate industry-aligned, accessible, and flexible education pathways in order to establish an ecosystem that facilitates continuous learning and skill acquisition. Micro-credentialing, modular courses, and digital learning platforms should be encouraged by a national lifelong learning framework to facilitate upskilling at any period of life.. Scholarships, workplace training programs, and skill-based incentives can be funded through public-private partnerships, which guarantee affordability and relevance to industry requirements. Underserved populations can be reached through community learning centers, mobile education units, and AI-driven personalized learning. Finally, the rakyat will be encouraged to adopt perpetual education for national advancement by promoting a culture of learning through awareness campaigns, career guidance, and government-supported upskilling initiatives.

# data[].attributes.body
Malaysia must emphasize accessibility, incentives, and industry relevance in order to incentivize a greater number of individuals to engage in upskilling and reskilling programs. Offering a variety of learning options, including modular training, online courses, and micro-credentials, enables working professionals to acquire new skills at their own tempo. Financial obstacles may be mitigated through government subsidies, tax incentives, and employer-sponsored initiatives. Motivation will be improved through collaboration with industries to offer mentorship, career advancement opportunities, and job-relevant certifications. Furthermore, a culture of continuous learning can be fostered by raising awareness through nationwide campaigns, success stories, and digital learning centers, thereby ensuring that the workforce is capable of adapting to the changing employment market.

# data[].attributes.body
1. Transition to Experiential and Competency-Based Learning – Transition from rote memorization to critical thinking, problem-solving, and hands-on learning by engaging in project-based assignments, internships, and real-world problem-solving initiatives.

2. Incorporate industry-driven curricula, mentorship programs, and entrepreneurship initiatives to bridge the divide between education and workforce demands, ensuring that students acquire practical, future-ready skills. Promote stronger industry-academia collaboration.

3. Technology-Enabled and Flexible Learning – Increase students' access to AI-driven learning platforms, digital classrooms, and hybrid education models, thereby enabling them to cultivate perpetual learning habits, adaptability, and digital literacy, which are indispensable for future success.

# data[].attributes.body
Top 3 Challenges in Current Institutional Leadership

1. Resistance to Change and Innovation – Numerous institutions encounter difficulties in adapting to technological advancements, contemporary teaching methods, and industry demands, resulting in outmoded curricula and inefficiencies.

2. Funding and Resource Allocation—The overall quality of education and student outcomes are frequently impacted by budget constraints, which restrict access to cutting-edge technology, research opportunities, and faculty development.

3. Balancing Academic Excellence with Employability – Institutions are under pressure to produce graduates who possess a strong theoretical foundation while also ensuring industry relevance. This necessitates a transition to competency-based education and skill-driven learning.

Policies Implemented to Address These Obstacles
Malaysia has implemented numerous policies to resolve the challenges associated with institutional leadership. The integration of AI, digital learning platforms, and flexible education models is encouraged by Education 4.0 and digital transformation initiatives to modernize teaching methods. Malaysia's Education Blueprint (2015-2025) prioritizes the improvement of higher education quality, governance, and university-industry collaboration to guarantee that graduates are prepared for the workforce. Additionally, lifelong learning and TVET initiatives provide support for upskilling, micro-credentials, and work-integrated learning, thereby enabling individuals to remain competitive in the constantly changing job market. These policies are designed to promote sustainable funding, innovation, and stronger industry partnerships, thereby guaranteeing that Malaysia's education system is future-ready and pertinent.

# data[].attributes.body
We need to get universities and industries to play a role in creating guides in our education.

# data[].attributes.body
The investment by the government on education must be tied to performance criteria and impacts. Currently the performance measurement criteria is only on the input rather than output and impacts.

# data[].attributes.body
Not in its entirety. There are significant gaps in the expected knowledge and skillsets among students when students transition from secondary education to tertiary education.

As tertiary institutions are at the receiving end of the education pipeline, investments in primary and secondary schools can be improved in the following areas:

1. knowledge, exposure and skillsets in the usage of technology (digital, wireless connectivity, etc) among teachers and students.

2. facilities and infrastructure (to support the usage and adoption of technology, computer and science labs, smart classrooms, etc.)

3. talent development and internationalization (exposure) of talents (educators) - improvements in teaching and learning

# data[].attributes.body
Partially. The learners should be given more opportunity to explore outside the textbooks starting from the preschool. More teachings outside the classroom is needed in school.

# data[].attributes.body
Political free and sustainability oriented. As in talent management can take place from as early as secondary school. Minimal bias practices of opportunities for growth and learning.